A concepção docente da ludicidade nos anos iniciais do ensino fundamental

Abstract

The current difficulty faced by students is given primarily because of the way contente is presented, which generally become unattractive to students, who in their reality use the technology (computers, tablets and smartphone’s) in a habitual way, distancing the contentes of their routine interests. This work had as it’s thematic to know the conception of playfulness of the teachers who act in the initial years in a Municipal School of Foz do Iguaçu - PR. Initially the study was based on a bibliographical survey about the history of teaching in Brazil from its emergence to the presente day, about the difficulties, limitations and challenges in teaching learning, about the demotivation of the school, about teaching methods and techniques, on the playful in education, which theoretically grounded the field research conducted with teachers about the conception of the same before the use of the playful in elementar school. Then used the field research, making use of a questionnaire directed to the teaching public, with the purpose of analyzing their conception on the subject of playfulness as a didactic resource to elementar education I. With the accomplishmentof this work it is concluded that part of the teachers, structure their ludic conception of in the use of games; the school offers a wide range of materials that stimulate the student's creativity and make classes more enjoyable for learners. The Municipal Department of Education provides periodic training and the school has several types of tools that can be used to achieve success in the teaching and learning process.